摘要
本研究运用描述性研究方法,从社会文化视角出发,探究英语专业学习者课堂合作学习过程中的母语使用情况。研究以某高校英语专业二年级一个自然班的学生为受试,对其在三次听写任务中的对话进行录音、转写和分析。研究发现,母语为汉语的学习者在合作学习中没有过度使用母语;母语主要发挥任务管理、词汇协商、语法协商、求助以及情感交流等功能;学习者主要借助母语讨论与任务相关的内容,仅出现少量与任务无关的讨论。研究表明,母语在英语课堂合作学习中起着中介和支架的作用。
The study adopts a descriptive method to explore learners’use of L1 in English-major classroom collaborative learning from the socio-cultural perspective.One sophomore class took part in this study and their dyadic interactions in three dictogloss tasks were videotaped,transcribed and analyzed.The results showed that learners whose L1 were Chinese did not use their mother tongue exceedingly and the functions that L1 served were task management,vocabulary discussion,grammar discussion,seeking help and affective communication.L1 was used not only in task-related talks,but also in off-task talks.All in all,the results proved that L1 served as mediation and scaffolding in English classroom collaborative learning.
作者
刘德美
唐建敏
LIU Demei;TANG Jianmin
出处
《外语教育研究前沿》
CSSCI
2019年第4期42-48,92,共8页
Foreign Language Education in China
基金
国家社会科学基金一般项目“中国英语课堂小组互动口语语料库建设与应用研究”（项目编号：15BYY0757）的阶段性成果
关键词
社会文化视角
母语使用
合作学习
socio-cultural perspective
L1 use
collaborative learning
